| 跟着汉语热的赓续升温，汉语教授教养也随之备受存眷，面临分歧的先生主体，世界列国也逐步开端测验考试合适本国粹生特色的汉语教授教养措施。轮番主导式教授教养作为协作教授教养的一种措施，近年来在韩国异常风行。轮番主导教授教养是指中韩两位教员依据教室分歧时段的分歧教授教养义务而分离主导教授教养的教授教养措施。文章容身于釜山南川中学初三先生的汉语轮番主导式教室教授教养案例，对教授教养情况、教授教养对象、教授教养内容、教授教养措施等多方面身分停止了剖析研究，以求周全展现轮番主导教授教养。绪论。本章重要陈说了本文的写作缘由和研究办法及特点，而且扼要地引见了轮番主导式汉语教授教养的研究现状。第一章韩国轮番主导式汉语教授教养形式概述。起首引见了中韩两国协作的CPIK汉语教授教养项目，而且对分歧的教授教养措施予以了划分归类、剖析了轮番主导式汉语教授教养的性命力，提出了详细教授教养准绳。第二章韩国釜山南川中学汉语教授教养情形查询拜访与剖析。该章对南川中学的课程设置、教材选用、教授教养对象、教员情形、教室情势停止了具体的查询拜访剖析。第三章针对生词与课文的轮番主导式教室教授教养案例剖析。本章以新课为案例记载了讲课措施，剖析了轮番主导式汉语教授教养后果。第四章针对演习和文明版块的轮番主导式教授教养案例剖析。本章是以演习课为案例的轮番主导教授教养案例剖析为主，韩语论文网站，而且对教室教授教养停止了评价。第五章对韩国汉语轮番主导式汉语教授教养的相干启发。经由前文的查询拜访和案例剖析，在最初一章对轮番主导式教授教养停止了反思，总结了这类教授教养的优势，也提出了教授教养建议。结语总结了本文，以为轮番主导式汉语教授教养固然有一些小缺陷，然则白璧微瑕，仍具有很年夜的成长空间。、 Abstract: Along with the Chinese hot sustained warming, Chinese teaching is also of concern, faced with different MR main nations around the world gradually began to test the appropriate teaching methods of Chinese foreign students characteristics. Turns leading style teaching as a method of cooperative teaching, very popular in South Korea in recent years. Turns leading teaching is refers to South Korea two classroom teachers according to different time differences teaching duty separation teaching method dominated teaching. This article based on the Busan junior high school Chinese Mr. Nanchuan turns leading classroom teaching case, many aspects of teaching, teaching object, teaching content, teaching methods, factors such as the analysis and study, in order to show the round turns leading to teach parenting. Introduction This chapter describes the origins of writing this article and research methods and characteristics, and briefly introduces the research situation of Chinese teaching turns leading type. The first chapter gives an overview of the Korean Chinese teaching form dominated by turns. First introduced the breeding project CPIK Chinese professor of China and South Korea cooperation, and teaching method of different be divided classified, analyzed the Chinese teaching turns leading the life force, put forward with the teaching principle. The second chapter of Chinese teaching in middle school in South Korea Busan Nanchuan situation investigation and analysis. The chapter on curriculum setting, Nanchuan school textbook selection, teaching objects, teachers, classroom situation to stop the specific investigation and analysis. The third chapter analyzes the new word and the text turns leading type classroom teaching case. This chapter takes the new curriculum for the case records of the lecture method, analyzes the Chinese teaching effect turns leading. The analysis turns leading style teaching case in the fourth chapter exercises and civilization forum. This chapter is the exercise class for reeducation through case analysis of the case turns leading professor, and stop the evaluation of classroom teaching. The fifth chapter of the Korean language coherent inspired Chinese teaching turns leading. Through the above analysis on inquiry and case, in the first chapter of the turns leading style teaching the reflection, summed up the class teaching advantages, also put forward the teaching suggestions. The conclusion summarizes the paper, Chinese teaching thought turns leading although there are some small defects, but a slight blemish, still has the very big growth space. , 目录: 摘要 4-5 ABSTRACT 5 绪论 9-12 0.1 写作缘起及选题意义 9 0.2 协作教学与轮流主导教学模式相关探讨 9-10 0.3 探讨内容与探讨措施 10-11 0.4 本文探讨特色 11-12 1 韩国轮流主导式汉语教学模式概述 12-18 1.1 韩国 CPIK 汉语教学项目基本情况 12 1.2 韩国汉语协作教学基本模式及界定 12-14 1.2.1 单一主导式 12-13 1.2.2 平行主导式 13 1.2.3 轮流主导式 13-14 1.3 轮流主导式汉语教学模式生命力略论 14-16 1.3.1 条件略论 14 1.3.2 必要性略论 14-15 1.3.3 优势略论 15-16 1.4 轮流主导式汉语教学准则 16-17 1.4.1 相互支撑准则 16 1.4.2 相互尊重准则 16 1.4.3 以学生为中心准则 16-17 1.5 轮流主导式汉语教学策略 17-18 1.5.1 中国教师挖掘潜力，发挥主观能动性 17 1.5.2 韩国教师现身说法，搭建文化桥梁 17 1.5.3 综合使用现代教学辅助手段，培养学生双学习风格 17-18 2 韩国釜山南川中学汉语教学情况调查与略论 18-24 2.1 汉语教学计划与目标 18-19 2.2 汉语课程开设情况 19 2.3 汉语教材选用 19-20 2.4 教学对象基本情况 20-22 2.5 课堂上中韩教师角色定位 22 2.6 轮流主导式汉语课堂教学活动安排 22-23 2.7 课堂教学效果考察与评价 23-24 3 针对生词与课文的轮流主导式课堂教学案例略论 24-29 3.1 教学背景略论 24 3.2 课堂案例描述 24-27 3.2.1 课堂教学活动实录 24-26 3.2.2 课堂使用 PPT 展示 26-27 3.3 课堂案例略论 27-28 3.4 本课教学效果与反思 28-29 4 针对练习和文化版块的轮流主导式教学案例略论 29-36 4.1 教学背景略论 29 4.2 课堂案例描述 29-33 4.2.1 课堂教学活动实录 29-31 4.2.2 本次课堂活动 PPT 选展 31-33 4.3 课堂案例略论 33-34 4.4 课堂教学效果与评价 34-36 5 对韩国汉语教学的相关启示 36-39 5.1 充分发挥轮流主导式课堂教学优势 36-37 5.1.1 课前合理规划教师角色 36 5.1.2 课上中韩教师主辅互换 36-37 5.1.3 课后师生积极互动、注重反馈 37 5.2 轮流主导式教学的不足与改进 37-39 5.2.1 存在的问题与发展瓶颈 37-38 5.2.2 有针对性的改进建议 38-39 结语 39-40 参考文献 40-42 附录一 42-47 附录二 47-50 附录三 50-54 致谢 54-55 攻读学位期间发表论文以及参加科研情况 55-56 |
